2013 World Industry & Market Outlook/ (2013). United States Check Cashing & Loan Servicing Industry Report, 2.
Bofill, Leslie (2013). Constructivism and Collaboration Using Web 2.0 Technology. Journal of applied learning technology, 3 (2) 31-37. ISSN: 2160-0953
Bourgeois, M., & Hunt, B. (2011). Teaching 2.0: Teams keep teachers and students plugged into technology. Journal of Staff Development , 32(5), 34-37.
Chong, S. Y., & Cheah, H. (2010). Demographic trends: impact on schools. New Horizons in Education, 58,(1), 1-15.
Coleman, D., & Levine, S. (2008). [[#|Collaboration]] 2.0:Technology and best practices for successful collaboration in a web 2.0 world. Curpertino, CA: Happy About.
Davidson, R. (2012). Wiki use that increases communication and collaboration motivation. Journal of Learning Design, 5(2), 38-49.
Ertmer, P., Newby, T., Liu, W., Tomory, A., Yu, J., & Lee, Y. (2011). Students' confidence and percieved value for participating in cross-cultural wiki-based collaborations. Educaitonal Technology Research & Development, 59(2), 213-228.
Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Journal of Educaitonal Tehcnology & Society, 16(1), 243-253.
Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20(2), 187-198.
Huang, K. & Ke, C. (2009). Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil- Teacher Interactions. World academy of science, engineering and technology (60), 261- 263.
Kaufman, Paula (2012, January). Let's Get Cozy: Evolving Collaborations in the 21st Century Journal of library administration, 52(1), 53-69. ISSN: 0193-0826
Kutsyuruba, Benjamin(2013). Teacher Collaboration in Times of Uncertainty and Societal Change. 45 (1). 25-49. European education 45 (1), 25-49 ISSN:1056- 4934
Judd, T., Kennedy, G., & Croppser, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australia Journal of Educational Technology, 26(3), 341-354.
Meinecke, A. L., Smith, K. K., & Lehmann-Willenbrock, N. (2013). Developing students as global learners: "groups in our world" blog. Small Group Research, 44(4), 428-445.
Moreno, M., Egan, K. G., Bare, K., Young, H. N., & Cox, E. D. (2013). Internet safety education for youth: stakeholder perspectives. BMC Health, 13(1), 1-6.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: learning together in a community. San Francisco, CA: John Wiley & Sons, INC.
Richardson, W. (2010). Blogs, Wikis, Podcasts, and other Powerful Web Tools. Thousand Oaks, California: Corwin Publisher.
Taranto, G., Dalbon, M., & Gaetano, J. (2011). Academic social networking brings web 2.0 technologies to the middle grades. Middle School Journal, 42(5), 12-19.
Witney, D., & Smallbone, Y. (2011). Wiki work: Can using wikis enance student collaboration for group assignment tasks? Innovations in Education & Teaching International, 48(1), 101-110.
Annotated Bibliography:
Brigit~Seminal Book Coleman, D., & Levine, S. (2008). Collaboration 2.0: Technology and best practices for successful collaboration in a Web 2.0 world. Cupertino, Calif: Happy About.
· In this book, David Coleman and Stewart Levine work together to create a universal approach to shape the interactions between technology and collaboration. Coleman’s expertise is in the area of collaborative processes and Levine’s expertise is on how to get people to work together more effectively. Together Coleman and Levine created this book to help groups/teams to work better and more effectively over time and distance. The book also gives insights on the best practices for successful collaboration in a Web 2.0 world.
· This book will help teach students how to work together in a collaborative group. Students must learn to work collaboratively in the project to create a positive learning experience and environment. When groups are formed, all participants must know how to communicate effectively. This book will help to create group expectations such as to trust each other, build a positive relationship, and seek the understanding of all members to have an effective, collaborative team environment.
*Ahmetrie's - Book reference
Palloff, R. M. & Pratt, K. (2005). Collaborating online: learning together in a community. San Francisco, CA : John Wiley & Sons, Inc.
Authors Palloff and Pratt provide guidance for educators seeking practical strategies to benefit their students work together in activities and projects. The knowledge and experience are identified in details to demonstrate how student collaboration is supported in learning within a group while promoting creativity, skills, practice, and critical thinking towards problem-solving.
Brigit~Research Studies Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Journal of[[#|Educational]] Technology & Society, 16(1), 243-253.
· This paper presents a research study on the effectiveness of graphical interaction analysis and group collaboration through blogs. The study involves 147 students and their impact on Interaction Analysis (IA) on groups of students collaborating through blogging. The students were prearranged in 21 groups with 7 members in each group. In this project, each group had to design a technology enhanced lessons organized through socialization, first design and peer review, revisions, and the deliver ability of the project. The group’s main communication was set up through free blogging. The results support that IA is an important element of self-regulation in computer supported collaborative learning environments. The research results also suggest that collaborative learning by design is an effective model when combined with IA tools.
This study helps to utilize and support the effectiveness of online collaboration tools such as blogs, wikis, Skype, and LiveBinders. The study emphasizes the idea of students collaborating through these personal websites to enhance the learning community. It also gives students the knowledge and skills to prepare for effective group collaboration.
Meinecke, A. L., Smith, K. K., & Lehmann-Willenbrock, N. (2013). Developing students as global Learners: “groups in our world” blog. Small Group Research, 44(4), 428-445. doi:10.1177/1046496413487020
This case study examines the use of online blogs as a teaching tool between two groups of students from the United States and Germany. The goal was to help the groups communicate effectively and to meet behaviors. Participants consist of 8 American students from a Midwestern University and 9 other students from a university in Germany. The intercultural blog project extended for 6 weeks. The goal was to have both the American and German groups to observe and write about other groups in their everyday lives and assess their own behaviors during group collaborations. The results showed that all student interactions were beyond the instructors expectations. The group behaviors, comments, and participation were equally distributed and caused interactions amongst all students.
This study is helpful to my project by presenting interactions of intercultural ideas and group collaboration. It promotes global collaboration and shows effective discussions and participation between two countries. This study also helps instructors to introduce blogging as a tool that extends the discussion about a particular subject or topic. It presents students with a sense of autonomy by providing collaborative group participation over the internet.
Moreno, M. A., Egan, K. G., Bare, K., Young, H. N., & Cox, E. D. (2013). Internet safety education for youth: stakeholder perspectives. BMC Public Health, 13(1), 1-6. doi:10.1186/1471-2458-13-543
This study was on the effects of internet safety and the age these issues should be taught in schools. Surveys were distributed to teachers, clinicians, parents, and adolescents on the age at which internet safety education should began and who should be responsible for teaching internet safety in schools. The study consisted of 356 participants who included 77 teachers, 111 clinicians, 72 parents, and 96 adolescents. The findings suggest that internet safety should be taught primarily by parents at an early age. Teachers were the next in line to teach students about internet safety and clinicians should have the opportunity to provide resources, guidance, and support.
This study will provide the project with a foundation for ensuring the safety of all students. Internet safety is a growing concern for students, parents, and educators. From this study, students will receive the knowledge and tools necessary to browse the internet with caution from potential threats, cyber bullying, and exploitation. In the current world of criminal activity in technology the best practice of internet safety is parental guidance and corporate monitoring.
*Ahmetrie- 3 Research Studies
Kutsyuruba, Benjamin(2013). Teacher Collaboration in Times of Uncertainty and Societal Change. 45 (1). 25-49. European education 45 (1), 25-49 ISSN:1056- 4934
"The work of teachers is subject to changing not only policies and reforms but also the complexities and contradictions of societal transformations. This paper examines teachers' perceptions of the impact of post-Soviet transformations on teacher collaboration amid the changing education policies and reforms in Ukraine. Drawing on qualitative methods such as document analysis, focus groups, and individual interviews, this case study reveals that the nature, content, and format of collaboration among teachers in schools are susceptible to transformations at the macro (societal) as well as micro (school) levels. The study points to the ongoing struggle between the forces of modernity and postmodernity and highlights dilemmas and paradoxes that characterize educational reforms in post-Soviet Ukraine" (Sharpe, 2013). Sharpe, M. E. (2013). Welcome to JournalTOCS: Where Researchers Keep Up-to-date. European education. Retrieved fromhttp://www.journaltocs.hw.ac.uk/index.php?action=browse&subAction=pub&publisherID=635&journalID=4135&pageb=1
Huang, K. & Ke, C. (2009). Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil- Teacher Interactions. World academy of science, engineering and technology (60), 261- 263.
This study examines the effectiveness of implementing computer games as a part of instruction for mathematics. The use of this study determines that after the game activities are completed, results are that achievement, attitude, and student engagement increased in mathematics.
This study will be beneficial to the project because it has evidence that when computers are implemented correctly student achievement in an assessment or activity will increase. The study identifies games that are effective towards curriculum and instruction. Teachers also impact students by assisting them with a skill of study, such as problem-solving.
“Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement“ (MClure, 2008)
Brigit~General Articles
2013 World Industry & Market Outlook. (2013). United States Check Cashing & Loan Servicing Industry Report, 2.
This article is an annual report about the major industries in the world. The report is published each year in October to provide the most “current and accurate estimates of the size of the largest manufacturing, retail, wholesale and services industries in the United States” (World Industry, 2013). The Outlook report also has a national edition that provides the same information for 47 other countries. It also provides a detailed overview of the major industries and how they are performing in the communities. This article will help students to investigate some of the major industries. It will provide insights on local and nationwide reports of current major industries in the community. The article will help the groups in the project to research information about industries in their community and other states.
This article is about a student uploading a study guide online through Google Docs to help other students study for a test. The students worked together on answering all the questions from the study guide and refining each other’s notes and thoughts. The students were worried that collaborating online about a test would be considered cheating. The instructors were informed and assured the students that they were not cheating and that the group collaboration was a great idea for students to study for their test.
This article is relevant to my project by providing ideas on how students should collaborate with each other. The article’s suggestions on using Google Docs as a tool for collaboration will keep the students engaged and help them to meet all the goals and objectives of the project. It promotes successful online collaborations and gives students insight on how groups interact and respond in a positive way.
Chong, S. Y., & Cheah, H. (2010). Demographic Trends: Impact on Schools. New Horizons In Education, 58(1), 1-15.
This article is about the impact on demographical trends in schools in Singapore. These demographic trends show a decline in birth rates, greater longevity for ageing generations, and an increase in non-Singapore residents. The article indicates that these demographical trends will impact the schools and 21st century skills. The paper also looks at how the demographical trends will reshape the Singapore schools. This article offers insights about how the demographic trends are an important part of the schools setting. It is very important for schools to understand the core values of demographics such as student-teacher ratio, economic status and ethnicity, disable students, and other staff. These are very important aspects to the schools demographic structures to ensure all students receive a quality education as the needs present themselves for 21st century learning.
*Ahmetrie- Article Kaufman, Paula (2012, January). Let's Get Cozy: Evolving Collaborations in the 21st Century Journal of library administration, 52(1), 53-69. ISSN: 0193-0826
"As new digital technologies make the storage of redundant print copies less important, as strained budgets can support fewer subject specialists, and as demands for new services such as data stewardship rise, it is clearer now than ever that libraries’ traditional consortia and their places and roles within academic institutions must be rethought and changed expeditiously if academic libraries are to be vitally important. This article, a companion piece to Joan Giescke's article in this issue, explores this concept and offers some possible models for collaboration".
Bofill, Leslie (2013). Constructivism and Collaboration Using Web 2.0 Technology. Journal of applied learning technology, 3 (2) 31-37. ISSN: 2160-0953
"Relying on a learning theory to guide the development of a language learning lesson plan is an important skill for language teachers. Even more important is integrating the various Web 2.0 technologies available for teachers. Merging the two requires knowledge and practice and an understanding of the role an instructional design (ID) methodology plays in guiding the design. Using constructivism and an instructional design model, this paper develops a language learning lesson based on constructivism that incorporates Web 2.0 technologies to enhance collaboration of students in an online Teaching English as a Second Language (TESOL) course. Included in the development of the lesson is the application of the ID model to each step of the process: needs assessment, content development, implementation, and assessment. An instructional lesson design framework, originally designed for second language teaching, was used to guide the lesson plan development" (Brofill, 2013).
"The purpose of this study was to examine the relationships of student temperament and gender to disruptive classroom behavior in urban primary grade schools"
Individual Reference Lists
Alphabetized List of References
2013 World Industry & Market Outlook/ (2013). United States Check Cashing & Loan Servicing Industry Report, 2.
Bofill, Leslie (2013). Constructivism and Collaboration Using Web 2.0 Technology. Journal of applied learning technology, 3 (2) 31-37. ISSN: 2160-0953
Bourgeois, M., & Hunt, B. (2011). Teaching 2.0: Teams keep teachers and students plugged into technology. Journal of Staff Development , 32(5), 34-37.
Chong, S. Y., & Cheah, H. (2010). Demographic trends: impact on schools. New Horizons in Education, 58,(1), 1-15.
Coleman, D., & Levine, S. (2008). [[#|Collaboration]] 2.0:Technology and best practices for successful collaboration in a web 2.0 world. Curpertino, CA: Happy About.
Davidson, R. (2012). Wiki use that increases communication and collaboration motivation. Journal of Learning Design, 5(2), 38-49.
Dreon, O. (2013, 10 11). Promoting student success through collaboration. Retrieved from Faculty Focus:http://www.facultyfocus.com/articles/teaching-and-learning/promoting-student-%09success-through-collaboration/
Ertmer, P., Newby, T., Liu, W., Tomory, A., Yu, J., & Lee, Y. (2011). Students' confidence and percieved value for participating in cross-cultural wiki-based collaborations. Educaitonal Technology Research & Development, 59(2), 213-228.
Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Journal of Educaitonal Tehcnology & Society, 16(1), 243-253.
Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20(2), 187-198.
Huang, K. & Ke, C. (2009). Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil- Teacher Interactions. World academy of science, engineering and technology (60), 261- 263.
Kaufman, Paula (2012, January). Let's Get Cozy: Evolving Collaborations in the 21st Century Journal of library administration, 52(1), 53-69. ISSN: 0193-0826
Kutsyuruba, Benjamin(2013). Teacher Collaboration in Times of Uncertainty and Societal Change. 45 (1). 25-49. European education 45 (1), 25-49 ISSN:1056- 4934
Judd, T., Kennedy, G., & Croppser, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australia Journal of Educational Technology, 26(3), 341-354.
McClowry, Sandra Graham, Rodriguez, Eileen T., Tamis-LeMonda, Catherine S., Spellmann, Mark E., Carlson, Allyson , & Snow, David L.(2013, July - September). Teacher/Student Interactions and Classroom Behavior: The Role of Student Temperament and Gender. Journal of research in childhood education. 27 (3), 283-301. ISSN: 0256-8543.
McClure, C. T. (2008, September). Essentials on Education Data and Research Analysis. The benefits of teacher collaboration. Retrieved from http://www.districtadministration.com/article/benefits-teacher-collaboration
Meinecke, A. L., Smith, K. K., & Lehmann-Willenbrock, N. (2013). Developing students as global learners: "groups in our world" blog. Small Group Research, 44(4), 428-445.
Moreno, M., Egan, K. G., Bare, K., Young, H. N., & Cox, E. D. (2013). Internet safety education for youth: stakeholder perspectives. BMC Health, 13(1), 1-6.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: learning together in a community. San Francisco, CA: John Wiley & Sons, INC.
Richardson, W. (2010). Blogs, Wikis, Podcasts, and other Powerful Web Tools. Thousand Oaks, California: Corwin Publisher.
Taranto, G., Dalbon, M., & Gaetano, J. (2011). Academic social networking brings web 2.0 technologies to the middle grades. Middle School Journal, 42(5), 12-19.
Witney, D., & Smallbone, Y. (2011). Wiki work: Can using wikis enance student collaboration for group assignment tasks? Innovations in Education & Teaching International, 48(1), 101-110.
Annotated Bibliography:
Brigit~Seminal Book
Coleman, D., & Levine, S. (2008). Collaboration 2.0: Technology and best practices for successful collaboration in a Web 2.0 world. Cupertino, Calif: Happy About.
· In this book, David Coleman and Stewart Levine work together to create a universal approach to shape the interactions between technology and collaboration. Coleman’s expertise is in the area of collaborative processes and Levine’s expertise is on how to get people to work together more effectively. Together Coleman and Levine created this book to help groups/teams to work better and more effectively over time and distance. The book also gives insights on the best practices for successful collaboration in a Web 2.0 world.
· This book will help teach students how to work together in a collaborative group. Students must learn to work collaboratively in the project to create a positive learning experience and environment. When groups are formed, all participants must know how to communicate effectively. This book will help to create group expectations such as to trust each other, build a positive relationship, and seek the understanding of all members to have an effective, collaborative team environment.
*Ahmetrie's - Book reference
Palloff, R. M. & Pratt, K. (2005). Collaborating online: learning together in a community. San Francisco, CA : John Wiley & Sons, Inc.
Authors Palloff and Pratt provide guidance for educators seeking practical strategies to benefit their students work together in activities and projects. The knowledge and experience are identified in details to demonstrate how student collaboration is supported in learning within a group while promoting creativity, skills, practice, and critical thinking towards problem-solving.
Brigit~Research Studies
Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Journal of[[#|Educational]] Technology & Society, 16(1), 243-253.
· This paper presents a research study on the effectiveness of graphical interaction analysis and group collaboration through blogs. The study involves 147 students and their impact on Interaction Analysis (IA) on groups of students collaborating through blogging. The students were prearranged in 21 groups with 7 members in each group. In this project, each group had to design a technology enhanced lessons organized through socialization, first design and peer review, revisions, and the deliver ability of the project. The group’s main communication was set up through free blogging. The results support that IA is an important element of self-regulation in computer supported collaborative learning environments. The research results also suggest that collaborative learning by design is an effective model when combined with IA tools.
This study helps to utilize and support the effectiveness of online collaboration tools such as blogs, wikis, Skype, and LiveBinders. The study emphasizes the idea of students collaborating through these personal websites to enhance the learning community. It also gives students the knowledge and skills to prepare for effective group collaboration.
Meinecke, A. L., Smith, K. K., & Lehmann-Willenbrock, N. (2013). Developing students as global Learners: “groups in our world” blog. Small Group Research, 44(4), 428-445. doi:10.1177/1046496413487020
This case study examines the use of online blogs as a teaching tool between two groups of students from the United States and Germany. The goal was to help the groups communicate effectively and to meet behaviors. Participants consist of 8 American students from a Midwestern University and 9 other students from a university in Germany. The intercultural blog project extended for 6 weeks. The goal was to have both the American and German groups to observe and write about other groups in their everyday lives and assess their own behaviors during group collaborations. The results showed that all student interactions were beyond the instructors expectations. The group behaviors, comments, and participation were equally distributed and caused interactions amongst all students.
This study is helpful to my project by presenting interactions of intercultural ideas and group collaboration. It promotes global collaboration and shows effective discussions and participation between two countries. This study also helps instructors to introduce blogging as a tool that extends the discussion about a particular subject or topic. It presents students with a sense of autonomy by providing collaborative group participation over the internet.
Moreno, M. A., Egan, K. G., Bare, K., Young, H. N., & Cox, E. D. (2013). Internet safety education for youth: stakeholder perspectives. BMC Public Health, 13(1), 1-6. doi:10.1186/1471-2458-13-543
This study was on the effects of internet safety and the age these issues should be taught in schools. Surveys were distributed to teachers, clinicians, parents, and adolescents on the age at which internet safety education should began and who should be responsible for teaching internet safety in schools. The study consisted of 356 participants who included 77 teachers, 111 clinicians, 72 parents, and 96 adolescents. The findings suggest that internet safety should be taught primarily by parents at an early age. Teachers were the next in line to teach students about internet safety and clinicians should have the opportunity to provide resources, guidance, and support.
This study will provide the project with a foundation for ensuring the safety of all students. Internet safety is a growing concern for students, parents, and educators. From this study, students will receive the knowledge and tools necessary to browse the internet with caution from potential threats, cyber bullying, and exploitation. In the current world of criminal activity in technology the best practice of internet safety is parental guidance and corporate monitoring.
*Ahmetrie- 3 Research Studies
Kutsyuruba, Benjamin(2013). Teacher Collaboration in Times of Uncertainty and Societal Change. 45 (1). 25-49. European education 45 (1), 25-49 ISSN:1056- 4934
"The work of teachers is subject to changing not only policies and reforms but also the complexities and contradictions of societal transformations. This paper examines teachers' perceptions of the impact of post-Soviet transformations on teacher collaboration amid the changing education policies and reforms in Ukraine. Drawing on qualitative methods such as document analysis, focus groups, and individual interviews, this case study reveals that the nature, content, and format of collaboration among teachers in schools are susceptible to transformations at the macro (societal) as well as micro (school) levels. The study points to the ongoing struggle between the forces of modernity and postmodernity and highlights dilemmas and paradoxes that characterize educational reforms in post-Soviet Ukraine" (Sharpe, 2013).
Sharpe, M. E. (2013). Welcome to JournalTOCS: Where Researchers Keep Up-to-date. European education. Retrieved fromhttp://www.journaltocs.hw.ac.uk/index.php?action=browse&subAction=pub&publisherID=635&journalID=4135&pageb=1
Huang, K. & Ke, C. (2009). Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil- Teacher Interactions. World academy of science, engineering and technology (60), 261- 263.
This study examines the effectiveness of implementing computer games as a part of instruction for mathematics. The use of this study determines that after the game activities are completed, results are that achievement, attitude, and student engagement increased in mathematics.
This study will be beneficial to the project because it has evidence that when computers are implemented correctly student achievement in an assessment or activity will increase. The study identifies games that are effective towards curriculum and instruction. Teachers also impact students by assisting them with a skill of study, such as problem-solving.
McClure, C. T. (2008, September). Essentials on Education Data and Research Analysis. The benefits of teacher collaboration. Retrieved from http://www.districtadministration.com/article/benefits-teacher-collaboration
“Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement“ (MClure, 2008)
Brigit~General Articles
2013 World Industry & Market Outlook. (2013). United States Check Cashing & Loan Servicing Industry Report, 2.
This article is an annual report about the major industries in the world. The report is published each year in October to provide the most “current and accurate estimates of the size of the largest manufacturing, retail, wholesale and services industries in the United States” (World Industry, 2013). The Outlook report also has a national edition that provides the same information for 47 other countries. It also provides a detailed overview of the major industries and how they are performing in the communities.
This article will help students to investigate some of the major industries. It will provide insights on local and nationwide reports of current major industries in the community. The article will help the groups in the project to research information about industries in their community and other states.
Dreon, O. (2013). Promoting student success through collaboration. Retrieved from Faculty Focus, Higher Ed. Teaching Strategies from Magna Publications http://www.facultyfocus.com/articles/teaching-and-learning/promoting-student- success-through-collaboration/
This article is about a student uploading a study guide online through Google Docs to help other students study for a test. The students worked together on answering all the questions from the study guide and refining each other’s notes and thoughts. The students were worried that collaborating online about a test would be considered cheating. The instructors were informed and assured the students that they were not cheating and that the group collaboration was a great idea for students to study for their test.
This article is relevant to my project by providing ideas on how students should collaborate with each other. The article’s suggestions on using Google Docs as a tool for collaboration will keep the students engaged and help them to meet all the goals and objectives of the project. It promotes successful online collaborations and gives students insight on how groups interact and respond in a positive way.
Chong, S. Y., & Cheah, H. (2010). Demographic Trends: Impact on Schools. New Horizons In Education, 58(1), 1-15.
This article is about the impact on demographical trends in schools in Singapore. These demographic trends show a decline in birth rates, greater longevity for ageing generations, and an increase in non-Singapore residents. The article indicates that these demographical trends will impact the schools and 21st century skills. The paper also looks at how the demographical trends will reshape the Singapore schools.
This article offers insights about how the demographic trends are an important part of the schools setting. It is very important for schools to understand the core values of demographics such as student-teacher ratio, economic status and ethnicity, disable students, and other staff. These are very important aspects to the schools demographic structures to ensure all students receive a quality education as the needs present themselves for 21st century learning.
*Ahmetrie- Article
Kaufman, Paula (2012, January). Let's Get Cozy: Evolving Collaborations in the 21st Century Journal of library administration, 52(1), 53-69. ISSN: 0193-0826
"As new digital technologies make the storage of redundant print copies less important, as strained budgets can support fewer subject specialists, and as demands for new services such as data stewardship rise, it is clearer now than ever that libraries’ traditional consortia and their places and roles within academic institutions must be rethought and changed expeditiously if academic libraries are to be vitally important. This article, a companion piece to Joan Giescke's article in this issue, explores this concept and offers some possible models for collaboration".
Bofill, Leslie (2013). Constructivism and Collaboration Using Web 2.0 Technology. Journal of applied learning technology, 3 (2) 31-37. ISSN: 2160-0953
"Relying on a learning theory to guide the development of a language learning lesson plan is an important skill for language teachers. Even more important is integrating the various Web 2.0 technologies available for teachers. Merging the two requires knowledge and practice and an understanding of the role an instructional design (ID) methodology plays in guiding the design. Using constructivism and an instructional design model, this paper develops a language learning lesson based on constructivism that incorporates Web 2.0 technologies to enhance collaboration of students in an online Teaching English as a Second Language (TESOL) course. Included in the development of the lesson is the application of the ID model to each step of the process: needs assessment, content development, implementation, and assessment. An instructional lesson design framework, originally designed for second language teaching, was used to guide the lesson plan development" (Brofill, 2013).
McClowry, Sandra Graham, Rodriguez, Eileen T., Tamis-LeMonda, Catherine S., Spellmann, Mark E., Carlson, Allyson , & Snow, David L.(2013, July - September). Teacher/Student Interactions and Classroom Behavior: The Role of Student Temperament and Gender. Journal of research in childhood education. 27 (3), 283-301. ISSN: 0256-8543.
"The purpose of this study was to examine the relationships of student temperament and gender to disruptive classroom behavior in urban primary grade schools"